Lesson 3
Rhode Island Department of Education Lesson Plan
Lesson Title: Minerals Lab
State Standards(GSEs);
ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
National Standards:
As Inquiry- Abilities Necessary to do Scientific Inquiry; Understanding About Scientific Inquiry
Physical- Structure and properties of Matter
Earth & Space- Origin and Evolution of the Earth System
Context of Lesson:
This lesson follows the minerals introduction and provides them with hands-on experience with identifying minerals using their properties. It also allows them to work through a lab write procedure up which will be used for all lab projects.
Opportunities to Learn:
Depth of Knowledge
DOK 1- perform a simple scientific process and routine procedure which is a defined set of steps leading to identification
DOK 2- make observation, classify and organize objects, as well as collect and display data
DOK 3- form conclusions from experimental data
Prerequisite Knowledge
Students should understand and be able to use the identifying properties of minerals as well as how to follow a lab procedure and write up the expected lab report (as designed by CT for use in all lab procedures in this classroom). Students should also have a basic understanding of lab safty but this will be reviewed as a precaution.
Plans for Differentiating Instruction
hands on application of concepts presented in the previous lesson which also provides for visual representation and manipulation of mineral properties.
Accommodations and modifications
unknown
Environmental factors
Classroom is laid out in grouped lab tables, with the chalkboard in front, and the teacher’s desk in one of the front corners with the exit in the other. An overhead projector and TV with VCR are available to move for use on a screen that pulls down in front of the blackboard. The class period is 125 minutes long (except Wed. which is 10 minutes shorter).
Materials
Lab Report Outline, Lab Procedure Handout, Sample Minerals and Tools to test their properties (KIT), Notebook, Pencil
Objectives
-Students will show and understanding of safe laboratory procedures as they practice them in today’s lab assignment.
-Students test their understanding of mineral classification through completing laboratory procedures of some of the classification techniques.
-Students review the laboratory report process through completing one on the Minerals Lab in class and for homework.
Instruction
Opening
-Daily Teaser pg 36-Mineral Beauty Contest gets the students to connect with mineral names that they will be using in the lab or may come across during this unit. This should get them thinking of all the various possibilities out there in the world.
- Go over the homework assignment and use probing questions to see if they understand each identifying technique. Sample Probing Questions: In your own words can you tell me what Luster is?Crystalstructure? Hardness? How do you find out what a minerals Streak is? Can someone tell me how to calculate a minerals Density? Are there minerals with more than one color? How can that be? What special properties of minerals do you encounter in your life? What about optical lenses? What about magnetism?
). I will have the students explain to me each of the sections that they are required to meet at that time (the CT adds in more in depth to each section throughout the semester. I will find out when I get there how in depth they should be by then).
-Review safety precautions and have them begin writing the pre-lab before starting the lab itself.
-In their lab tables they will work to complete the lab.
-I will go around and ask questions to guide them through the lab procedure or to aid the direction of their writing. I will also be available for them to ask questions of me if they are having trouble understanding concepts or techniques of the lab. Sample Questions: What do you know about quartz’s color? Can it vary? What does it mean when it is different? Is Calcites fracturing distinctive? How so? Do you see feldspar around during your day? Where? What about in granite? What other minerals make up granite?
Closure
-Wrap up lab procedure (if not done already) and pose questions to get them thinking about their write up for the conclusions section of their lab assignment. Sample Questions: Some of the ones above but include to all of the minerals tested. Color variations, the minerals impact on the students everyday lives, what the special properties may allow us to use them for.
-Have them complete the lab write up for homework.
Assessment:
-observations during lab procedure
-lab report write up
Rhode Island Department of Education Lesson Plan
Lesson Title: Minerals Lab
State Standards(GSEs);
ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.National Standards:
As Inquiry- Abilities Necessary to do Scientific Inquiry; Understanding About Scientific InquiryPhysical- Structure and properties of Matter
Earth & Space- Origin and Evolution of the Earth System
Context of Lesson:
This lesson follows the minerals introduction and provides them with hands-on experience with identifying minerals using their properties. It also allows them to work through a lab write procedure up which will be used for all lab projects.Opportunities to Learn:
Depth of Knowledge
DOK 1- perform a simple scientific process and routine procedure which is a defined set of steps leading to identificationDOK 2- make observation, classify and organize objects, as well as collect and display data
DOK 3- form conclusions from experimental data
Prerequisite Knowledge
Students should understand and be able to use the identifying properties of minerals as well as how to follow a lab procedure and write up the expected lab report (as designed by CT for use in all lab procedures in this classroom). Students should also have a basic understanding of lab safty but this will be reviewed as a precaution.Plans for Differentiating Instruction
hands on application of concepts presented in the previous lesson which also provides for visual representation and manipulation of mineral properties.Accommodations and modifications
unknownEnvironmental factors
Classroom is laid out in grouped lab tables, with the chalkboard in front, and the teacher’s desk in one of the front corners with the exit in the other. An overhead projector and TV with VCR are available to move for use on a screen that pulls down in front of the blackboard. The class period is 125 minutes long (except Wed. which is 10 minutes shorter).Materials
Lab Report Outline, Lab Procedure Handout, Sample Minerals and Tools to test their properties (KIT), Notebook, PencilObjectives
-Students will show and understanding of safe laboratory procedures as they practice them in today’s lab assignment.-Students test their understanding of mineral classification through completing laboratory procedures of some of the classification techniques.
-Students review the laboratory report process through completing one on the Minerals Lab in class and for homework.
Instruction
Opening
-Daily Teaserpg 36-Mineral Beauty Contest gets the students to connect with mineral names that they will be using in the lab or may come across during this unit. This should get them thinking of all the various possibilities out there in the world.
- Go over the homework assignment and use probing questions to see if they understand each identifying technique.
Sample Probing Questions: In your own words can you tell me what Luster is? Crystal structure? Hardness? How do you find out what a minerals Streak is? Can someone tell me how to calculate a minerals Density? Are there minerals with more than one color? How can that be? What special properties of minerals do you encounter in your life? What about optical lenses? What about magnetism?
Engagement
-Hand out the Lab assignment (3 pages;-Review safety precautions and have them begin writing the pre-lab before starting the lab itself.
-In their lab tables they will work to complete the lab.
-I will go around and ask questions to guide them through the lab procedure or to aid the direction of their writing. I will also be available for them to ask questions of me if they are having trouble understanding concepts or techniques of the lab.
Sample Questions: What do you know about quartz’s color? Can it vary? What does it mean when it is different? Is Calcites fracturing distinctive? How so? Do you see feldspar around during your day? Where? What about in granite? What other minerals make up granite?
Closure
-Wrap up lab procedure (if not done already) and pose questions to get them thinking about their write up for the conclusions section of their lab assignment.Sample Questions: Some of the ones above but include to all of the minerals tested. Color variations, the minerals impact on the students everyday lives, what the special properties may allow us to use them for.
-Have them complete the lab write up for homework.
Assessment:
-observations during lab procedure-lab report write up
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Unit Plan Page